Systematic review of determinants and consequences of bystander interventions in online hate and cyberbullying among adults

Rudnicki, K.; Vandebosch, Heidi; Voué, Pierre; Poels, Karolien

doi:10.1080/0144929x.2022.2027013

Cited by 28 publications

(26 citation statements)

References 98 publications

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“…Today the easy and instant access of youths to new technologies has highlighted the phenomenon of cyberbullying as a common online risk behavior among them who intentionally use electronic devices to harm others (Smith et al, 2008), with a negative impact at both the socio-emotional and the educational level (Rudnicki et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Touloupis

Athanasiades

2022

Front. Psychol.

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Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students with (N = 60) and without SEN (N = 60). The evaluation was based on the completion of the self-report questionnaire before (1st phase), immediately after (2nd phase), and 6 months after the intervention was completed (3rd phase) by trained general and special education teachers. According to the findings, students’ cyberbullying engagement (as bullies/victims) decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying (as bullies/victims) in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development.

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Section: Introductionmentioning

confidence: 99%

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Touloupis

Athanasiades

2022

Front. Psychol.

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“…The current findings align with previous studies demonstrating that the severity of incidents as a factor has an important impact on bystander intention to intervene. 18 , 19 , 23 Compared with traditional bullying, cyberbullying on SNSs has a variety of forms and types, and thus, the severity varies considerably between cyberbullying incidents. 36 Bystanders assess the severity of the incident.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have found that the severity of cyberbullying incidents is one of the important factors. 18 , 19 The higher the severity of incidents, the stronger the intention of bystanders to intervene. 20 , 21 However, it is not clear how the severity of cyberbullying incidents affects bystander intention to intervene, and few studies have explored the boundary conditions for the effect produced by the severity of incidents.…”

Section: Introductionmentioning

confidence: 99%

The Severity of Cyberbullying Affects Bystander Intervention Among College Students: The Roles of Feelings of Responsibility and Empathy

Huang¹,

Li²,

Xu³

et al. 2023

PRBM

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Background Bystander intervention can protect victims from harm in cyberbullying. Previous studies have found that the severity of cyberbullying incidents is one of the important factors affecting decisions to intervene. However, little is known about the mediating and moderating mechanisms underlying this effect. Purpose The current study explored the effect of the severity of cyberbullying incidents on bystander intention to intervene on social network sites (SNSs) among college students (Experiment 1), the mediating role of feelings of responsibility (Experiment 2) and the moderating role of empathy (Experiment 3). Patients and Methods We presented cyberbullying incidents with different levels of severity through scenarios including fictive Weibo news reports and comments. Participants were exposed to a fictive cyberbullying incident and asked to complete a questionnaire including measures of the variables of interest. Results Our results showed that the severity of incidents positively affected bystander intention to intervene through the mediation of feelings of responsibility. Empathy moderated the effect of incident severity on bystander intention to intervene. Conclusion The results of the current study help to understand the behavior of bystanders in cyberbullying and they provide a practical reference for intervention in cyberbullying incidents.

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“…Second, studies show that aggressive peer behaviors occur more frequently when perpetrators are not held accountable for their behaviors (when they think their actions remain confidential from people outside of their peer group) [39][40][41]. A recent systematic review on the determinants and consequences of bystander interventions in cyberbullying found that perceived accountability boosts the likelihood that people will refrain from conforming to cyber aggression and instead help victims [42]. Adolescents who feel unaccountable to others typically perceive little risk of potential adult intervention or punishment for their behaviors [2,43].…”

Section: Empirical Research On Conformity To Cyber Aggressionmentioning

confidence: 99%

Testing a first online intervention to reduce conformity to cyber aggression in messaging apps

et al. 2022

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Early adolescents frequently use mobile messaging apps to communicate with peers. The popularity of such messaging apps has a critical drawback because it increases conformity to cyber aggression. Cyber aggression includes aggressive peer behaviors such as nasty comments, nonconsensual image sharing, and social exclusion, to which adolescents subsequently conform. Recent empirical research points to peer group norms and reduced accountability as two essential determinants of conformity to cyber aggression. Therefore, the current study aimed to counteract these two determinants in a 2 (peer group norms counteracted: yes, no) x 2 (reduced accountability counteracted: yes, no) design. We created four intervention conditions that addressed adolescents’ deficits in information, motivation, and behavioral skills. Depending on the condition (peer group norms, reduced accountability, combination, or control), we first informed participants about the influence of the relevant determinant (e.g., peer group norms). Subsequently, participants performed a self-persuasion task and formulated implementation-intentions to increase their motivation and behavioral skills not to conform to cyber aggression. Effectiveness was tested with a messaging app paradigm and self-report among a sample of 377 adolescents (Mage = 12.99, SDage = 0.84; 53.6% boys). Factorial ANCOVAs revealed that none of the intervention conditions reduced conformity to cyber aggression. Moreover, individual differences in susceptibility to peer pressure or inhibitory control among adolescents did not moderate the expected relations. Therefore, there is no evidence that our intervention effectively reduces conformity to cyber aggression. The findings from this first intervention effort point to the complex relationship between theory and practice. Our findings warrant future research to develop potential intervention tools that could effectively reduce conformity to cyber aggression.

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Systematic review of determinants and consequences of bystander interventions in online hate and cyberbullying among adults

Cited by 28 publications

References 98 publications

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

The Severity of Cyberbullying Affects Bystander Intervention Among College Students: The Roles of Feelings of Responsibility and Empathy

Testing a first online intervention to reduce conformity to cyber aggression in messaging apps

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